Whole School Curriculum and Assessment Plan Exemplar: Australian Curriculum P 10
Whole school curriculum and assessment plan: Australian Curriculum P–10
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0, <www.australiancurriculum.edu.au>.
School: Regional centre:
School information and data / Sources for gathering information and data /Total enrolments / Insert the total number of students at the school. / Systemic
Identify systemic sources of information and data, e.g. NAPLAN, QCATs, Year 1 Literacy and Numeracy Checkpoints, Year 2 Diagnostic Net.
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School-based
Identify school-based sources of information and data, e.g. classroom assessment, whole year activities, QCATs.
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Year levels / Insert the year levels taught at the school.
Student information / % males:
Insert the % of male students. / % females:
Insert the % of female students.
% Indigenous students:
Insert the % of students that are Indigenous. / % students with disabilities:
Insert the % of students that have disabilities.
Staff information / Number of teaching staff:
Insert the number of teaching staff. / Number of non-teaching staff:
Insert the number of non-teaching staff.
Systemic priorities
The top three priorities for 2012 are:
Insert the teaching and learning priorities for your schooling sector.
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School-based priorities
Our top three priorities for 2012 are:
Identify the teaching and learning priorities for your school.
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Whole school curriculum and assessment plan: what we currently do
Mission statement:Insert your school mission statement.
What are our future goals for teaching and learning?
Identify the teaching and learning goals for your school beyond 2012.
What we are doing and will continue doing to improve teaching and learning? / What we are doing and will continue doing to build staff capacity through continuing professional development? / What we are doing and will continue doing to manage our resources effectively. / What we are doing and will continue doing to ensure parent and community engagement.
For each category below, identify the strategies being implemented at your school to improve teaching and learning during 2012. / For each applicable category below, identify the professional development activities that will build staff capacity during 2012. / For each applicable category below, identify how resources are being effectively managed during 2012. / For each applicable category below, identify how your school will engage with parents and the community during 2012.
Pedagogy focus:
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Teaching expertise to support pedagogy focus:
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Catering for all learners:
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• / School leaders:
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Teaching staff:
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Support staff:
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Ancillary staff:
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• / Human resources:
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Financial resources:
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Physical resources:
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• / Parent engagement:
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• Term 2:
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• Term 3:
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• Term 4:
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Parents and Friends/Citizens Association:
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Community links:
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Whole school curriculum plan: P–10 overview
Teaching and learning term overview across P–10
/ Term 1 / Term 2 / Term 3 / Term 4 /English / P / Children develop emerging awareness of text structure and organisation and texts in context. They interpret literature through exploration of predictable text structures and common visual patterns represented in a range of literary and non-literary texts, including nonfiction books, everyday texts, picture books, oral texts, types of stories, film and dramatic performances.
Children may respond through pictorial representations, performances, short statements and simple recounts. / Children engage with a range of spoken, written and multimodal stories, including oral stories and inscriptional traditions from Aboriginal peoples and Torres Strait Islander peoples to understand language for interaction, literature in context, and language of variation and change.
Children may respond through pictorial representations, performances, short statements and simple recounts. / Exemplar unit: Symbol systems and multimodal texts
Children develop an understanding of the symbol system used in everyday life for interacting with others and expressing needs, likes and dislikes.
Children explore and create a range of multimodal texts, including poetry and rhyme, to develop an understanding of sound-and--letter knowledge and a range of language features, and identify common visual patterns. / Children engage with a range of texts, including texts from and about Asia. Children examine and respond to literature, describing differences between imaginative and informative texts, and creating short imaginative texts.
Children express and develop ideas in oral, written and multimodal texts, including pictorial representations, performances, short statements and simple recounts.
1 / My experiences
Children examine the language of communication in real and imaginative contexts.
Children construct a personal recount about a shared class experience and share feelings about their experiences with their peers and teacher. / Word play
Children listen to, read and view poetry, rhyming verse and dramatic performances to engage with structure and language to create characters.
Children explore and experiment with the language in rhyming verse and poetry to describe people in the world around them. They contribute ideas and use turn taking to listen and recognise the contributions of others. / My story
Children explore picture books, stories and films from Asian peoples, Aboriginal peoples and Torres Strait Islander peoples and traditional tales from other cultures.
Children create imaginative texts with a focus on language to describe and explain events, settings and characters based on real experiences and stories from the past. / Exemplar unit: My favourite
Children listen to, read, view and interpret spoken, written and multimodal texts designed to inform and persuade.
Children look at the way multimodal information texts use language and visual images to persuade an audience to play a game or read a particular book.
2 / Telling stories about family and friends
Children listen to and record stories from family, friends and community members to learn about their own history and the history of others, including Aboriginal peoples’ and Torres Strait Islander peoples’ oral narrative traditions that reinforce family connections.
Children record and retell stories as a multimodal text. / Persuading people
Children listen to, read, view and compare persuasive texts and analyse the features of persuasive texts.
Children create short persuasive texts explaining their personal preferences for a text or texts. / Exemplar unit: Finding and using information
Children listen to, read, view, interpret and create multimodal texts that inform and explain. Children understand the structure and organisation of these texts and the way language and visuals (including illustrations and diagrams) are used to communicate information.
Children give a spoken/signed explanation of key facts about their chosen topic and create a multimodal informative report including written facts, supporting evidence and illustrations or images. / Stories from Australia
Children explore Australian poetry and stories, visual art and music inspired by the environment, historic buildings or where an author or artist lives, including Aboriginal peoples and Torres Strait Islander peoples who have stories, poetry, oral narrative traditions deeply connected to land and country.
Children analyse texts using new knowledge of context, language and visual features.
Children create a multimodal dramatic performance of a poem.
3 / Investigating how to persuade others
Students explore a range of literary and non-literary texts including print, digital and nonfiction film and choose a topic to investigate.
Students express personal responses to and opinions about texts.
Students engage in discussion to persuade their peers to accept their point of view, and they create a written persuasive exposition. / Let’s remember and celebrate
Students listen to, read, view and interpret poems from local communities and other cultures used in special events and celebrations.
Students create an informative procedure for an event or celebration.
Students plan, rehearse and present a multimodal poetry performance. / Exemplar unit: Action stories
Students listen to, read, view and interpret imaginative narratives with a focus on describing settings, characters and complex sequences of events.
Students look at text structure and organisation and how it is used to develop a character through a series of events in picture books and simple chapter books.
Students consider how different texts appeal to readers by using varied sentence structures and descriptive language.
Students create and publish character profiles and imaginative narratives in a collaborative online writing space. / Information about our past
Students investigate how informative texts present new content and use illustrations and diagrams to convey information.
Students listen to, read, and view a range of stories about journeys to Australia and research to create a multimodal information report with sequenced information and multimodal elements.
English / 4 / Exemplar unit: Playing with words
Students interpret poetry and experiment with deliberate wordplay to create an emotional response, including the use of nonsense words, spoonerisms, neologisms and puns. Texts will include Australian literature.
Students create a multimodal imaginative poetry performance.
Students create a written analysis of the language of feeling, range of devices and word play in a poem. / Exploring informative texts
Students investigate and interpret the technical language of informative texts, including online and multimodal texts.
Students explore and review a range of instructive and procedural texts used in everyday life, including print, digital and online texts.
Students create a short report on the language and features of informative texts. / Telling stories
Students investigate and engage with the language, structure and purpose of storytelling, including stories from the past and from other cultures.
Students listen to, read and view oral narrative traditions and contemporary literature of Aboriginal cultures and Torres Strait Islander cultures as well as histories and texts from and about Asia.
Students create a short imaginative narrative with a focus on descriptive writing / Persuading others
Students investigate and interpret the different ways persuasive language is used in nonfiction, film and multimodal texts.
Students build understanding for NAPLAN writing in Year 5.
Students listen to a persuasive speech to identify the key points and persuasive features.
Students create a multimodal persuasive report that makes connections between two articles with similar ideas and identifies the key points, characteristic persuasive features and intended audience.
5 / Literary texts
Students explore and interpret interpersonal relationships and ethical dilemmas represented in literary texts, including film and digital texts.
Students discuss then create a multimodal review of their chosen text, considering how it conveys different perspectives about ethical dilemmas and their impact on interpersonal relationships. / Navigating informative texts
Students listen to, read, view, interpret and evaluate a range of informative texts, including various types of media texts, newspapers, film, digital and nonfiction texts.
Students create an informative report using technical and content information about a topic of interest.
Students read a peer’s informative report, interpreting and analysing it to provide feedback. / Building on the aesthetic
Students understand, interpret, experiment and enjoy exploring sound devices and imagery, including simile, metaphor and personification in poetry; songs; anthems and odes.
Students create an imaginative poetry performance to adapt imaginative ideas and convey emotion. / Exemplar unit: Relationships and problems in stories
Students explore a range of non-stereotypical characters and elaborated events, including flashbacks and shifts in time in junior and early adolescent novels.
Students create an imaginative narrative, which explores themes of interpersonal relationships and ethical dilemmas between two characters in real-world or fantasy settings.
6 / Investigating interpersonal relationships and ethical dilemmas in literature
Students describe complex sequences, a range of non-stereotypical characters, and elaborated events, including flashbacks and shifts in time.
Students explore themes of interpersonal relationships and ethical dilemmas within realworld or fantasy settings.
Students analyse, discuss and create an imaginative narrative. / Exemplar unit: Online news
Students develop their understanding of how online multimodal texts inform and persuade audiences through choice of language, structure and images.
Students analyse, discuss and create multimodal persuasive and informative texts, and contribute their texts to an online class news source. / Looking at literature
Students listen to, read, view, interpret and evaluate contemporary spoken, written and multimodal films, digital texts, junior and early adolescent novels, dramatic performances and poetry, and compare them with texts from earlier times. / Informative texts
Students analyse how informative texts supply technical and content information.
Students identify informative text structures, including chapters, headings and subheadings, tables of contents, indexes and glossaries, and language features including complex sentences, unfamiliar technical vocabulary and information presented in graphics.
Students discuss how information is presented in informative texts and create an analytical explanation on a topic of interest.
7 / Exemplar unit: Can you persuade me?
Students investigate how persuasive text structures, language features and appropriate vocabulary shape meaning and influence others to understand a particular point of view.
Students compare a range of persuasive texts and explain how they are effective in influencing audiences.
Students create and deliver a multimodal persuasive presentation. / Checking and substantiating information sources
Students examine how informative and procedural texts use graphics for an identified purpose.
Students listen to and follow procedural instructions.
Students investigate and critically evaluate a range of information sources on a chosen topic and create an informative report. / Looking at Australian literature
Students investigate the perspectives in a range of Australian literature, including Aboriginal peoples’ and Torres Strait Islander peoples’ oral narrative traditions and contemporary literature, early adolescent novels, short stories, plays and film.
Students make inferences and synthesise ideas and viewpoints to draw reasoned conclusions and discuss how literature represents Australia, Australians and our place in the world.
Students create a literary analysis. / Transforming texts
Students develop an understanding of how protest poetry, songs and multimodal texts represent historical, cultural and social perspectives over time.
Students use the ideas and perspectives in a text to create a transformation to a different text type.
8 / Exemplar unit: Personal stories
Students examine and analyse how individuals are represented in a range of media texts, including newspapers, magazines and digital texts.